Grammar Gazette- Issue 1, 2006

Brisbane Girls Grammar School

grammar gazette May 2006

Real World Challenges

inside: Demystifying the OP Score

Tertiary Enrichment Programmes

Hybrid Arts Project

Staff Awards

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Cover Image: Greg Gardner Photography

grammar gazette: may 2006 edition

From the Head Girls From the Principal

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Staff Profiles

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Letters Congratulations Ms Bell for the recogni tion Brisbane Girls Grammar received in the 2006 Employer of Choice for Women Awards. It’s so nice to feel that our girls are brought up in an exemplary work ing environment for women. It’s further recognition of your great contribution to the School. Mrs Helen Darch (parent) This school has empowered me in ways I could not imagine, and presented me with many opportunities, and given me many possible pathways for the future years. There are so many small things the school does for me, as well as the more prominent ones that culminate into providing a wonderful and enriching experience. Marisa Camastal Yr 12 (2005) I have been so impressed with the number of occasions and opportunities that the School has provided this year to ensure that new girls will have the very best start to their new life at high school. It has been of enormous benefit to both my daughter and to me as a new parent. As both an educator researcher, and Girls Grammar parent, I feel very confident that your school is right on the leading edge of innovative curriculum design. Congratulations on having the initiative to be involved with universities such as QUT who are exploring and creating genuinely excellent educational learning experi ences for kids. Ms R Capeness (parent) I want to thank you for running what is an extraordinarily happy school that really seems to bring out the best in the girls......... That kind of camaraderie can only happen where there is a great atmosphere, and you have it at Girls Grammar in all the subjects, the clubs and the teams. (Year 10 parent)

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Hybrid Arts Project

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Demystifying the OP Score Real World Challenges

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Grammar Girls

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Sport

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Reflections

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Alumni

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From the Principal

From the Head Girls

Photograph by Megan Cullen, The Courier-Mail

The year 2006 has started with a bang! We returned to School to find demolition of the auditorium and art rooms had been completed and construction of the new Creative Learning Centre (CLC) was underway. As Head Girls we felt that we could not ignore the physical changes that were taking place on campus and have therefore aptly themed this year, Build It Up. We will be endeavouring to encourage the girls to build up the spirit, build up the enthusiasm and build up the fun in all aspects of Grammar life. Innovation is a key concept in the improvement of technology. This year while the School advances physically, through the construction of the CLC, we will aim to help every Grammar girl to learn more about herself and her School in exciting and innovative ways. We felt it was important to start the year with a fresh canvas, a clean site, and this became the motivation behind our campaign Bin It, Bag It, Better It. This developed into the unusual, and slightly humiliating sight of the Head Girls and members of the Student Executive Council gallivanting around the School at lunchtime wearing garbage bags and rewarding groups of girls in clean areas with stickers. We hope that through similar campaigns and presentations, we will promote a sense of involvement and risk-taking within our School. Leading by example we hope to promote the idea of ‘giving it a go’. In Term I, Grammar girls have been building up the spirit by supporting the Build It Up!

The technology sector must raise its profile, improve its image and adopt more flexible work practices if it wants to include more women. (Jeanne-Vida Douglas) In a global communication environment where technology is critical to the fast, efficient and reliable delivery of information, career and employment opportunities abound. However, figures from the Australian Bureau of Statistics show that women comprise only 20 per cent of ICT employees and women make up only 25 per cent of university students who choose to study ICT, and disturbingly the trends show that this figure is falling. Helen Coonan, Federal Minister for Communications, Information Technology and the Arts, believes that we need to show women and girls that a career in information and communications technology is not only possible, but that it can be exhilarating, challenging and fulfilling as well. Most people agree that any initiative to increase the number of women studying ICT or working in the technology industry, needs to begin in schools and later be actively promoted in the tertiary sector. The importance of encouraging women to enter ICT professions makes sound business sense and as such should be profiled and supported by the corporate world. Brisbane Girls Grammar offers technology subjects at every year level. Computer Studies is a mandatory subject for all Year 8 students and in 2003 a new elective subject was introduced to the Year 9 curriculum – Computers and Information Processing. The School now has seven CIP classes in Years 9 and 10 catering for 157 students. In the Senior School, 97 students currently study Information Technology Systems (five classes), representing a high continuance rate from Junior to Senior IT study - well above the Queensland Studies Authority statistics for girls studying senior technology subjects in the state. By offering a range of curricular and co-curricular technology-related options, Girls Grammar looks to consolidate and reinforce the value of ICT as a discipline rather than it just being a device. Unfortunately this level of engagement and interest still does not translate into

university choices and this year only one per cent of girls from our 2005 Year 12 cohort commenced tertiary technology studies. The post-secondary sector and industry will need to urgently investigate new strategies to attract and retain women if they are going to achieve an inclusive and diversified work force in ICT. One of the most exciting, unique and innovative aspects of our School’s new Creative Learning Centre will be the floor dedicated to Creative Technologies. The ability to develop a cross-disciplinary curriculum in a flexible learning space underpinned and supported by the latest technology — hardware and software — is critical to the future learning opportunities for our girls. Currently the School has a computer to student ratio of 1:2 and this will be enhanced further with the addition of new PCs in the Creative Learning Centre. The more sophisticated the technology the more vital it is that the curriculum fosters the ability for our students to think critically. Competence with the technology required to access and filter the vast amounts of information now available is something that Girls Grammar addresses by training and guiding students in the use of computers in the classroom and with a focus on helping them to be independent learners. Technology is not an end in itself. What we look to achieve is using these new tools available for teaching and learning without neglecting the intellectual rigour of critical analysis and the creation of original thought. Ms Amanda Bell References : Jeanne-Vida Douglas, ‘Flexibility key to attracting women’, The Australian Financial Review , Friday 10 March, 2006 p70 Senator the Hon Helen Coonan Minister for Communications, Information Technology and the Arts ‘If the stiletto FITTS’ Address to Females in Information Technology and Telecommunications International Women’s Day luncheon, Sydney. Wednesday 8 March 2006

Interhouse Swimming Carnival, decked out in House colours and costumes. The Girls also supported the inaugural Teachers First XI versus Students First XI cricket match. Held in the Sports Centre this event featured special guest Belinda Clark, Australian international cricket champion, and raised money for our chosen charity for the year, the National Breast Cancer Foundation. Both events were highly successful and helped to accomplish our aim of building up the spirit. With events such as Blue Day prior to the QGSSSA Swimming and the charity Spicks and Specks trivia competition in Term I. We look forward to guiding the School through another fantastic and productive year. Enacting the Grammar motto, Nil Sine Labore – nothing without work, we intend to use this year as an opportunity to make Brisbane Girls Grammar School shine as brightly as the new Creative Learning Centre. By using all the resources available to us and creating new and innovative ways of fulfilling our goals, we all will be able to get our kicks on route 2006. Sophie Matterson and Elizabeth Forrest

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very high achievement (VHA) to very limited achievement (VLA). This relative rank order is then scaled according to the performance of that group of students on the Queensland Core Skills Test – a common test undertaken by all OP eligible students in Term III. Q. What can a student do to maximise the chances of achieving a high OP? Will choosing certain subjects be helpful? A. Firstly, students should choose the subjects that interest them and/or subjects in which they have performed well in Years 8–10. Following this advice will lead to optimum outcomes. Secondly, students need to exercise effective time management, develop study plans and ask teachers’ advice if necessary. In other words, students need to develop an independent and robust approach to learning. Q. If the OP score is unique to Queensland, how can a student gain entry to tertiary programmes beyond this state? A. Each Australian state has a different system by which universities offer places When you are in Year 12 it seems that everyone is an expert on OPs. All of your friends know that a particular grade in subject X is the equivalent to some other grade in subject Y, and even though so-and-so does really well in subject Q, she should have done subject G because it’s worth more, and if you get an A in subjects Q, W and E, then you’re guaranteed an OP1. It’s THAT simple! In my experience however what mattered the most was just my individual work — not what subjects I did, not what the rest of my year level studied — just MY effort. Everyone is given enough information from the Director of Post-Secondary Planning, Mr Seaha, Faculty Directors, and the Dean of Curriculum, Mrs Lang, so don’t focus on what everyone else is saying, because they probably heard it from somebody who is not so well informed.

for undergraduate degrees; it is possible for results from any state to be converted to a Rank that allows any student access to courses interstate or overseas. Presently, a number of our graduates Q. What if a student’s OP does not allow access to a desired course? A. Regarding the OP as the defining factor for a student’s academic future is quite misleading; there are many pathways to fulfilling educational experiences. Queensland students are often quite young when they complete Year 12 and, despite any amount of useful advice, are still undecided about future careers. Many opt for a good generalist degree in Arts or Science with the idea that successful studies at the tertiary level will allow them to upgrade into other, more specialised fields. Some students travel overseas in a ‘gap’ year to work or to offer assistance in developing countries for a time. Q. Should girls just concentrate on their studies in Year 12 and forego co-curricular involvement to maximise results? are pursuing primary degrees nationally and internationally. At the end of Year 11 I hadn’t decided where I wanted to go or what I wanted to study after Year 12 — Drama at QUT, Economics at UQ, maybe even Law. I habitually put my hand up to participate in co-curricular activities that really made my Year 12 so enjoyable, so my potential OP was not the be-all and end-all. In the end I did much better than I had originally expected because I managed to bump a lot of Bs into As over the last semester by really working hard. Your teachers are right when they tell you that you shouldn’t lose momentum at the very end. It was some of those very last assignments and exams that helped me secure an OP2, which I used to gain entry in to Arts/Law at the University of Queensland. I’m studying Law and Economics and Drama — all

A. No - this School advocates a necessary balance. Obviously, academic work takes priority but it is firmly believed that the cultural, sporting, service and leadership activities which occupy our young women in Year 12 assist them to develop fully as confident and competent young women able to contribute purposefully to wider society. Q. How can parents support their daughters in their quest for their best possible OP? A. Parents can assist girls to maintain perspective in the knowledge that there are always many pathways to access desired tertiary courses. Parents should monitor study patterns, encourage a balance in work and play and provide support and good humour during the inevitable times of stress. Q. Where can I find more information about OPs or associated matters? A. Mr Jim Seaha, Director, Post Secondary Planning is available by appointment through-out the year. The QSA website (www.qsa.qld.edu.au) has a FAQ section for parents and similarly, QTAC provides information at www.qtac.edu.au. ‘Curiouser and curiouser!’ cried Alice.

‘Would you tell me, please, which way I ought to walk from here?’ ‘That depends a good deal on where you want to get to’, said the Cat. ‘I don’t much care where -’ said Alice. ‘Then it doesn’t matter which way you walk,’ said the Cat. ‘So long as I get somewhere,’ Alice added, as an explanation. ‘Oh, you’re sure to do that,’ said the Cat ‘if you only walk long enough.’ Lewis Carroll: Alice’s Adventures in Wonderland. Deputy Principal, Miss Felicity Williams Demystifies the OP Score. Alice In Academia: Many Pathways

A student’s perspective Elizabeth Talbot (2005) shares her views on OP Scores

For over thirty years, Queensland secondary schools have enjoyed a system of school-based assessment which has encouraged the development of a broad contextualised curriculum. For the purpose of tertiary entry, it is necessary to compare the results of students across all Queensland schools. This is achieved through the Overall Position (OP) Score which is derived from the performance of eligible students in each of their subjects. Q. What is an OP? A. It is a score on a scale 1–25 (OP1 being the highest) awarded to Year 12

students who have completed twenty semester units of Queensland Studies Authority subjects, twelve of which must have been studied across four semesters. Q. What is the purpose of an OP? A. The majority of Queensland Year 12 students use an OP score to gain entry into tertiary courses of their choice. Essentially an OP score has a limited life span because it is only relevant for about two months after its release while Queensland Tertiary Admissions Centre offers are being finalised. Some students however, will gain tertiary access through a Rank score

derived from achievements other than their school subjects. Rank score is calculated by QTAC and can be achieved for any number of reasons (employment, partially completed TAFE or university study, AMEB qualifications). Some of the girls at Girls Grammar get a rank based on their music, drama or dance qualifications. Q. How is an OP determined? A. In order to ensure that all students and schools are treated equitably, teachers rank students in each subject on a 400–200 scale which is directly related to their results ranging from

three — and I’m loving it! Nobody at University asks anyone else about OPs — it’s a dead issue, not some measure of your worth. I’m also back at Brisbane Girls Grammar this year, coaching the Theatresports teams. I’d like to say to all of the Year 12 students just be realistic. The media tend to focus on OP1s or non-OP1s, but if you think that way, you don’t really have a good grasp of what an OP means. One thing I’ve learnt after going through the process of “the OP” is that it’s never over until it’s over — but it’s over with the last round of QTAC offers in February.

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More than $2 million is spent every day on electronic games and hardware in Australia. Interactive gaming is the fastest growing segment of the entertainment industry and worth $50 billion per annum worldwide (Sydney Morning Herald, 2004). In Term I students investigated two core topics, games programming and 2D animation. The students were introduced to the theory behind game design including game genres and history. After forming their design groups, they commenced game exploration and developed skills in animation, object-oriented programming concepts, soundtrack creation and game design. The design challenge was to collaboratively plan and develop an interactive educational game for pre-school aged children. In Year 12 ITS students are developing interactive games designed to help pre-schoolers with numeracy and literacy skills . Playing the Game

Term II, each design group will test and assess their games at a local children’s facility. The interactive games focused on early literacy and numeracy skills. “The current assignment involves girls exploring their imaginations to create an engaging interactive game. The challenge is, however, to ensure the design will be appropriately captivating for pre-school children. As a client-based project, it’s also effective in preparing us for dealing with real industry situations. By allowing us to eventually work with the children to test our games, we are given a realistic goal to work towards. In my opinion, this assignment is very relevant and as engaging as it is challenging.” (Melinda Ranson,12R)

Web page designs by ITS students.

Real World Challenges Mr Brendon Thomas reports on the introduction of Information Technology Systems (ITS), a new senior subject that brings real world challenges and external professional expertise into the classroom.

Winning Web Design

Students from sixty-one schools entered Griffith University’s 2005 Digital Design Challenge. Sherlyn Hii won the competition with her outstanding design for two linked web pages promoting the 2006 Commonwealth Games. When I heard that Brisbane Girls Grammar was looking for IT students to enter in the Digital Design Challenge, I was eager to put my skills to the test. Mr Thomas nominated me for the Open Web Design division. I was given two hours to design and create two linked web pages for the 2006 Melbourne From traffic lights to car manufacture to satellites orbiting the earth, robots are everywhere. Robotics engineering provides Year 10 girls with opportunities to build and program robotic devices using Lego Dacta and Robolab software. Students work in pairs to identify challenges then generate solutions. The design and programming components of robotic-based projects promotes integrated learning. Robotics engineering is a highly successful and motivating topic because it capitalises on the girls’ passion to empower, create and build. Our Robotics Unit focused on programming structures, the impact

XVIII Commonwealth Games. The judges were looking for a web site that reflected the spirit of the Games, sportsmanship, unity and diversity. I wanted the web site to look professional and artistic. I certainly didn’t expect to win but the judges had liked my idea of combining the existing branding of the Games with my own artistic edge. It’s amazing what you can create using the Adobe and Macromedia suite with just some creativity and experimentation, the possibilities are just endless. (Sherlyn Hii 11W) of robotics in today’s society, “smart” machines and “smart” programming. Each design challenge increased with difficulty and the girls commenced the topic on a steep learning curve. At times some of them doubted that they would reach the core learning requirements but group members encouraged each other to generate solutions. With collaborative peer problem solving and teacher support, motivation and skill levels increased as each group endeavoured to complete complex tasks. “It was a wonderful experience – challenging, rewarding and thoroughly enjoyable. Experimenting with the laws and physics of robotics, we controlled the robot’s actions and movements. It required problem solving, group work and positive attitude to succeed.” (Elle Laing,10E)

provided authentic and valuable models for the students as they embarked on their own design projects. Our visiting experts shared their approaches by outlining strategies for securing and maintaining business, emphasising the value of their own reputation and integrity as they worked with their clients. Working from their client’s design brief, students engaged in the design, development and reflective evaluation of a web site. They were challenged with managing a meeting schedule to provide advice, collate needs, seek approval, document a design process, obtain client feedback and finally propose a viable solution. This demanded that students exercise self-discipline as they communicated, co-operated and collaborated with their respective clients. Furthermore, each girl had to reflect upon and evaluate her product, ensuring that her ideation process mirrored the client brief rather than her own construct. Some students found this process particularly challenging because the client wanted a simple web site, without the flashy

ITS is not only about technology; it’s about people. The aim is for students to develop skills and apply them to the genuine needs of real world clients. This subject is the only Queensland Studies Authority course which embeds modules towards the attainment of a full Certificate III in Information Technology

(Multimedia) and, concurrently, provides credit towards an OP. The swiftly expanding nature of information technology and new

Robotics Engineering

animated design so loved by those with the technical expertise. Sometimes working with a minimalist approach is the hardest methodology of all. The ITS coursework provides a curriculum where the daily learning environment encourages risk-taking, novel solutions, envisioning new possibilities and making connections. It is refreshing and professionally exciting to teach a subject where students must use alternate pathways to resolve authentic problems with creativity and flair and where the real work of the IT industry is integrated with classroom teaching and an innovative online and virtual teaching environment.

media requires that industry experts are integral to the learning experiences of the students in this course. In Semester 1, six guest facilitators shared their expertise and enthusiasm on topics ranging from information and database design, web development, research, advertising and marketing to graphic design and IT administration. For example, Ms Jennifer Blum, Creative Director with Urban Ideas, displayed two recent design projects which captured the attention of the girls. Her animated, interactive instruction manual for a new Nike watch along with a promotional advertising campaign for Motorola

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In 2005 the School recognised three staff members who have made a special and significant contribution to the School. The recipients were nominated and selected by their colleagues. Staff Profiles

When I arrived at Brisbane Girls Grammar, it was a much smaller institution. There was only one staff room with four enormous tables where we each had a small work space. There was one tele phone for the entire staff, which the new young teachers were expected to answer. In 2006 the School has twice the number of students and the number of staff has also increased. Curriculum has developed to keep pace with changing times and we have embraced technology. There are many well appointed staffrooms and each teacher has a PC with internet access. My focus and great passion over the years has been teaching English. With differing demands the approach to the subject has changed, to encompass texts that go beyond the written word. My love of traditional poetry is, never- the-less, undimmed. The School’s continuing recognition of the value of reading and the acknowledgement of the wonderful world of imagination and knowledge that reading reveals is something I also treasure. Another area dear to my heart is Pastoral Care. Over the years I have been a Level Supervisor of Year 8 and Year 10, holding the latter position pre-computer so all results of all the Junior Certificate candidates were laboriously recorded on charts in red biro dots, placed there by my own hand. There was a restructuring of the Pastoral Care Programme in 1991 and I was appointed Head of England House, a position I held for fourteen years. To care for, nurture and guide the girls of my House was a wonderful experience. I cherished the privilege of watching the wide-eyed Year 8s gradually metamorphose, not always avoiding the hazards on the way, into confident young women of integrity.

In 2005 I thought I would step aside as Head of House to give a younger member of staff the opportunity to hold this position while I became Pastoral Care Mentor. On a less formal footing I was able to pursue my love of crime fiction when, together with a member of the Science Faculty I constructed murder scenarios for the Year 10 forensic studies unit. We would get together one evening and after much laughter a murder mystery would emerge. My colleague provided the scientific fact and I wove the story. I have really enjoyed my thirty or so years at the School. It has not always been easy but it has never been dull. Most of the best stories cannot be put to print for reasons of tact but I assure you there has been much to laugh about. Despite all the changes I have seen there is much in this great School that remains the same and these are important things. This School has always encouraged Grammar girls to set themselves high standards and to be strong and resilient in their endeavour to realise their potential. The staff has always been superb, highly professional, dedicated and supportive. The girls have always been interesting, challenging, unpredictable and fun to teach. I shall miss both staff and students. To all who are now involved in the School, and to those who will become involved in the future I urge you to cherish it as something special, and to give to it in time and effort as it has given us all so much.

Ms Hennessey says “After twenty-four years of teaching I remain enthusiastic and committed to the classroom and students as well as the professional development of History teachers. A maxim which continues to guide my approach to teaching is ‘If you want to be a good teacher think the scholar’s thoughts.’”

As a student at Queensland University I was always impressed by the Grammar girls I met. I was a shy, country girl who longed to feel at ease but lacked the confidence to assert herself. The former Grammar students seemed so sophisticated, so sure of themselves and so confident in their abilities and I longed to be like them. Eventually I did the next best thing and joined the staff in 1974. Ms Forster reflects on her career and experiences at Girls Grammar. After thirty years of teaching Grammar girls Ms Helen Forster will retire at the end of Term II. She has made a significant contribution to both the English Faculty and Pastoral Care Programme. Reflections

Ms Julie Hennessey Head of History Award for Excellence in Education. This award is for an academic staff member who has displayed consistent and dedicated service to teaching and learning in the School. Ms Hennessey came to Brisbane Girls Grammar in 1993 after ten years with the Queensland Education Department. She is viewed as the consummate teacher by her colleagues. Her constant re-evaluation of content, tasks and resource provision have developed a curriculum that is relevant to and challenging for each student. Her commitment to the excellence and the power of her subject area to build social responsibility is evident. As the ultimate professional, she is a mentor for new staff and a positive role model. In 1997 Ms Hennessey was promoted to the position of Head of the Social and Environmental Studies Faculty and Head of History. After four years in this dual role, she relinquished the Head of Faculty position to concentrate on the History curriculum. Ms Hennessey has contributed to three senior history text books, Inquiry I and 2 (1996), and Global Voices (2005) and remains an active member of the Queensland History Teachers’ Association since joining the executive in 1986.

Ms Gillian McHarg Executive Administration Assistant, Administrative Support Centre Award for Outstanding Contribution to the School. This award was for either an academic or general staff member who has made a sustained and significant contribution to the provision of educational services in the School. “My responsibilities are to assist staff, support groups and students, with copy and print work. I really enjoy the variety of jobs I am asked to assist with. No job is too big or too small and no request is too strange. It’s really pleasing to see the elation and excitement of staff with new ideas and then to watch these ideas transform into something useful they are able to share with the students. The School has such a great sense of community which makes it rewarding not just for the students but also the staff.” says Ms McHarg. Ms McHarg joined the School in 1991 and has held various positions including Receptionist, Enrolments Secretary, Administration Officer and

Mr Greg Bland Teacher of Mathematics Award for Professional Practice by a Recent Graduate in Teaching. This award recognises exemplary development in teaching practice and enthusiastic contribution to the wider life of the School by a recent graduate. In 2001 Mr Bland was appointed as a mathematics teacher at Brisbane Girls Grammar, having graduated the previous year. Mr Bland is held in high esteem by his colleagues and students and is Vice President of the Queensland Association of Mathematics Teachers. “I have been involved in planning conferences and editing journal submissions from my colleagues around the country. I am also incredibly fortunate to be part of a supportive, experienced and knowledgeable team in the Mathematics Faculty” says Mr Bland.

The Learning Innovation Group of 2005.

The outstanding success of this Professional Development initiative emerging from the partnership between Brisbane Girls Grammar and the Queensland University of Technology signed in 2005 has prompted the sponsorship of another group of staff for 2006 through the Centre for Professional Practice the group operates as a collaborative professional team focusing on the further development of Pre-service Teacher Education within the School, current developments in educational practice in general and individual professional interests. Participants may choose to extend this personal interest into achieving credits towards a higher degree in Education. Back Row: P. Holley, P. Murphy, P. Greig, G. Bland, D. Pincott Middle Row: M. Sullivan, K. Cooke, L. Arici, N. Robbins, A. Carmichael Front Row: R. Laur, A. Burton (QUT, Facilitator), E. Serisier, P. Rhodes, G. Palmer (QUT Facilitator.)

Secretary to the Deputy Principal before taking up her role in the Administrative Support Centre.

Over the last five years Mr Bland has enjoyed coaching cricket and basketball teams.

The Learning Innovation Group

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Yuku Toshi Music–Drama–Art Generating opportunities for students of the Arts to engage in producing and performing original work has been a focus of the Creative Arts Faculty in recent years. Encouraging the collaboration of the art forms (Drama, Music and Visual Art) in hybrid arts performances has also gained momentum. In 2006 students across Years 9 – 12 have begun the exciting and challenging process of devising what promises to be a visually stimulating and aurally captivating performance. “Yuku Toshi – the passing year” has become the focus of this year’s performance inspired by the simplicity and beauty of Japanese culture and artistic forms such as haiku, folktales and traditional Kabuki dance.

Living at the beginning of the twenty-first century in new conditions produced by the electronic era, artists confront a revised cultural and technological context. 1 Year 11 Visual Art students are currently exploring image making through the use of digital technology. Photographs range from surreal, underwater images; submerged Ophelia figures; grunge images in West End and shots taken in the art rooms at School. Photographs are manipulated in Photoshop — image editing software. These digitally manipulated images are then exported into Photostory 3 — a program which enables the creation of a continuous moving presentation, incorporating a variety of special effects and visual transitions. Music, speech and sound effects are able to be embedded into the art work at this point. Through this process students build on digital skills learned in the Junior Art course and are encouraged to see digital technologies as another tool in their technical repertoire. Contemporary art practice demonstrates an increasing use of digital technologies such as photography, web design and video as stand-alone techniques, multimedia, or in combination with other more traditional art media. This growing usage is a reflection of the world which our students inhabit. The Visual Art programme aims to reflect current trends in the wider art community both nationally and internationally as well as engaging students in tasks that reflect real life experiences. The images pictured are reflective of the work created by Year 11 in response to Yuku Toshi. Exploring digital mediums Today’s artists are free to make art with whatever material or technique they can imagine. This freedom creates new opportunities to express ideas and concepts. It also opens up a number of challenges, choices, and decisions for artists. Walker Art Centre “Art Today” http://schools.walkerart.org/ arttoday/index.wac?id=2355 What is a hybrid? A hybrid means something of mixed origin or composition that adds variety or complexity to a system. participants. Drama students in Years 9 and 10 are currently devising an array of movement pieces in response to the changing seasons that merge the characteristics of Japanese Kabuki and contemporary dance. Selected students are composing and arranging instrumental and choral works to be performed by Senior Music classes. The resulting pieces, inspired by traditional Japanese music, will be used as performance assessment for these musicians. Art students in Year 11 are exploring the possibilities of Photostory and image manipulation to further examine the theme of the performance (see accompanying story “Exploring Digital Mediums”). The School community is invited to attend this unique performance on Thursday 18 May.

Our Year 9 students have started a new unit initiated by Mr Offer, involving graphics calculators, robotics, estimation and measurement. “The girls have had to develop their skills in programming in order to drive the robot buggy which is carrying the TI-84 graphics calculator on its back” said Mr Offer. This adds a new dimension to the traditional techniques of measurement, and opens up exciting opportunities for extending the robot technology into the Senior School. Students could program the robots to trace out curves represented by parametric equations using higher-level programming and problem solving skills. recognised by the EOWA that are in place at our School include job sharing arrangements, part-time work for staff in positions of added responsibility, flexible approaches to individual staff needs, generous personal leave and availability of professional development opportunities for part-time staff. Girls Grammar’s family friendly arrangements are available to both female and male staff and assist the School to attract and retain the very best staff. Robots Rule Female Employer of Choice 2006 On Tuesday 21 February the Federal Government’s Equal Opportunity for Women in the Workplace Agency (EOWA) announced the 2006 Employer of Choice for Women awards. Brisbane Girls Grammar School received an award for the first time and shares this honour with only 116 organisations in Australia and only one other Queensland school. Some of the distinctive features

Enriching Accounting Students for Tertiary Study QUT Accounting in High Schools Programme The School hosted the Australian qualifying round of the International Young Physicists’ Tournament (IYPT) on Friday 10 and Saturday 11 March. After a gruelling battle between nine teams, the two Girls Grammar teams achieved an impressive first and third position. The team of Emma Burrell (12R), Alexandra Price (12G) and Kathryn Zealand (10R) emerged as champions, while the team of Roxanna Gianazza (12H), Leisa Cash (12M) and Gloria Wong (12B) finished in a highly creditable third position. The three girls in the winning team along with two students from Brisbane Grammar School (placed second) have earned the right to represent Australia and will travel to Bratislava, Slovakia in July to compete in the 19th International Young Physicists’ Tournament against nations from six continents. Gloria was named as first reserve for this Australian Team. Underpinning this great achievement is the high level of participation by girls in science at this School. Over 80 per cent of the senior cohort study one or more science subjects. This compares with only 15.2 per cent Australia-wide (Dobson 2003). Competitions such as IYPT, reinforce the real world relevance of science and provide opportunities for our students to extend their classroom experience. Dobson, I.R. (2003). Science at the Crossroads? A study of trends in university science from Dawkins to now 1989 – 2002. Retrieved November1, 2004 from the Australian Council of Deans of Science Website: http://www.acds.edu.au/ Grammar Girls are Serious about Science

The roles of composer, choreographer, dancer, designer, performer and musician have been embraced by all

Year 12 students are offered the opportunity to take an enrichment course as part of their Accounting syllabus, which allows them to complete a university subject and furthermore gain credit for tertiary studies. The School is now in its sixth consecutive year of offering this opportunity to students through the Queensland University of Technology’s Accounting in High Schools Programme. Accounting students can elect to study QUT’s Bachelor of Business, first year Accounting subject (BSB110) while completing Year 12. The course is free of HECS fees and may allow the

students to use this subject as a credit towards a qualification in a university course at QUT or other tertiary institution. Students are invited to the Gardens Point campus for an introduction to the course and are expected to attend some lectures towards the end of the course and to sit examinations with other university students. This “diluted” experience of university is an excellent introduction to university style study and life on a large university campus. University can be a daunting experience but having survived this challenge, these accounting students feel more confident approaching tertiary studies.

1 Lovejoy, M. (2004). Art in the Electronic Age. New York: Routledge.

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Grammar Sport Water Polo

National Youth Science Forum

Top Honours in Griffith University Competition

Soccer The girls are thoroughly enjoying their games and are highly enthusiastic at training. This is a very promising start for a new sport at Girls Grammar. Special mention goes to Mia Pradella (12W) who scored the first goal for the School’s soccer teams in the first round against St Aidan’s. With the addition of soccer there are now nineteen competitive and four non–competitive sports offered by the School.

As part of the Year 11 Economics syllabus students completed a core unit — The Economics of Labour. The unit is designed to introduce students to a number of issues relating to workplace relations from a social, historical and economic perspective. As part of the assessment, students were required to research a specific issue such as: the glass ceiling and women in the work force, the future of trade unions, work place relations reform or their own topic based on class discussions or their own reading. Students were then invited to submit their industrial relations essays

into the Griffith University competition, which was open to Years 11 and 12 statewide. Rachel Ferris (12R) chose to tackle the issue of the casualisation of the work force and her essay was awarded the Judges choice for its well researched and professional argument to enforce safe guards for the casual workforce. Other prize winners were Sophie Heading (12G), Emma Burrell (12R) (Meritorious certificates) and Gowri Chandrashekar (12E) (Highly commended).

Hannah Wilson (12M) was selected to attend the NYSF in Canberra with 143 national and international students. The NYSF is a programme for Year 11 students who are interested in careers in science, engineering or technology. The NYSF was an unforgettable experience. The lessons I learnt, the skills I acquired and the friends I made will be memories for life. The two weeks were filled with dozens of activities including visits to science and engineering establishments and laboratories. We listened to engaging speakers and attended university seminars which provided valuable insight to career paths. As a result I am now planning to go to UNSW or UQ to study science. This will give me a broad range of career options to consider when I have a better idea of what I want to achieve and what I want to give to the world of science. Since returning from the NYSF I have been given the opportunity to attend the National Youth Science Week overseas with 25 other students.

Three teams represented the School in the grand finals of the Brisbane Water Polo Competition. The teams were – the 13As, 14As and 15As. The support of spectators particularly those Years 11 and 12 students who came along during their exam block was in true Grammar spirit and greatly appreciated. All of the girls played well and congratulations to the 14As for their championship win.

Swimming The annual QGSSSA Swimming Carnival revealed the culmination of months of hard work for the School’s swimmers. The wonderful support from parents, staff and students helped the swim team push into fourth place in one of the closest QGSSSA swimming competitions in recent years. All age groups performed well and the final placings were: 13 years and under – 5th, 14 years – 3rd, 15 years – 1st, 16 years – 4th, 17 years and over – 1st

Emma Burrell

Sophie Heading

Rachel Ferris

Gowri Chandrashekar

Lisa Marshall (11M) Wins Queensland Young Historian’s Award 2005

On Wednesday 8 March, the premiership champions Girls Grammar First XI cricket team, captained by Alice Nicklin (11W), played a match against the Staff XI team, captained by Mr Greg Bland, Cricket Co-ordinator. The game took place in the McCrae Grassie Centre and all proceeds of the match went towards breast cancer research. The match leaped off to an exciting start with the coin being tossed by former Southern Stars Captain Belinda Clark AM. Ms Clark elected to bat for a few overs with the Student XI team. It was a thrill for all players to have such a talented, high profile cricketer at hand to support the game. It was a highly entertaining spectacle at which the large crowd witnessed some powerful batting, some unorthodox bowling techniques, and some unconventional interpretations of the rules — such as moving the stumps mid-delivery. The match ended in a 30-30 draw but everybody involved agreed that it was an excellent opportunity to showcase the Girls Grammar cricketers and support a worthwhile charity. Charity Cricket Match

The function of the historian is neither to love the past nor to emancipate himself from the past, but to master and understand it as the key to the understanding of the present. (E.H. Carr) The National History Challenge is a research-based competition for Australian students from Years 5-12. The competition gives students a chance to be a historian and be awarded for quality research, the use of resources and effective presentation. Last year the theme of the challenge was ‘Australians All’. Lisa’s essay on John Curtin, the Australian Prime Minister during World War II, was awarded the Queensland Young Historian’s Award for 2005. This award gave Lisa the opportunity to join fellow prize winners in a two day educational and recreational trip to Canberra for the National presentation of awards in Parliament House by Dr Brendan Nelson MP, representing the Department of Education, Science and Training. Lisa said the journey was a wonderful and unforgettable learning experience and encourages other students to involve themselves in any of the competitions the History Teachers Association of Australia have made available for young history students.

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2006 Reunion Dates

Alumni Compete in the Commonwealth Games 2006 competes regularly in Australia and overseas. Last year, she was ranked 10th in the World. She is now focused on selections for 2008 Beijing Olympics Amanda Lee See Amanda Lee See (2005) pictured She said the experience was amazing and the most momentous part was the vibrant signs and encouraging screams from a bunch of home supporters in the front row — her Girls Grammar friends. Amanda has been competing in One of the most daunting experiences that can challenge a learner of another language is understanding the spoken language in a real life situation, listening to people speaking to you or around you when all you have carefully studied in a learning framework suddenly becomes speed and noise. The French and German Departments at the School were awarded a grant from the Federal Government to fund an initiative in the Senior Languages Programme using Internet and DVD technology as the “text book”. The overall aim was to fast-track listening and understanding using the living, culturally dynamic language and not merely modified learning-specific material. A further critical goal was to develop students’ confidence in being exposed to and negotiating real and topical issues relevant to them as young adults, in the target language. Interactive Learning Enhances Language Studies. The starting point was a TV news report or feature story. In the French model this was drawn from the France2 TV network. Support material was written around segments used, as pre and post viewing activities, with practice applications across the skills of reading, writing and speaking. Towards the end of the teaching unit a DVD containing all video segments and support material was prepared to provide free access for students in their independent learning. Students were motivated by working almost exclusively in “live” language and as one student put it there was no “dumbing down”. Ms Lorraine Thornquist Director of International Studies.

5 Year Reunion for Class of 2001 Date:

Wednesday 2 August 2006

Time:

6.00 pm – 8.00 pm

Venue: Contact:

Brisbane Girls Grammar School

Ms Carle Rutledge Telephone: 61 7 3332 1300 Email:

reunions@bggs.qld.edu.au

10 Year Reunion for Class of 1996 Date: Saturday 21 October 2006 Venue: The Normanby Hotel, Red Hill Contact: Ms Carle Rutledge Telephone: 61 7 3332 1300 Email: reunions@bggs.qld.edu.au 10 Year Reunion for Class of 1996 (London – UK) (All Brisbane Schools) Date: Saturday 24 June 2006 — Gates open 10.30 am. 20 Year Reunion for Class of 1986 Date: Saturday 14 October 2006 Time: 6.00 pm – 11.00 pm Venue: Victoria Park Gold Club. Contact: Mrs Elizabeth Russell (Hartley) Telephone: 61 7 3890 5303 (m) 0403 024 162 Email: tonyliz@optusnet.com.au Contact: Ms Jane MacDonnell Telephone: 61 7 3395 2472 Email: janemac@tpg.com.au 30 Year Reunion for Class of 1976 Date: Saturday 26 August 2006 Venue: To be confirmed Contact: Mrs Leith Johnston (Wilson) Telephone: (m) 0412 643 037 Email: bradandleith@optusnet.com.au Venue: Royal Ascot Races – Silver Ring, London Mrs Melleah Crunkhorn (Clarke) aussies_at_ascot96@yahoo.com.au Contact: Email: Web: www.design.com.au/reunion

Alumni and Art NSW alumni joined Ms Amanda Bell at the Art Gallery of NSW on Sunday 2 April for a guided tour of the exhibition Self Portrait: Renaissance to Contemporary followed by morning tea. The exhibition brings together painted self-portraits by some of the world’s greatest artists from the mid 16th Century to the beginning of the 21st Century.

Felicity Abram Felicity Abrams (2002) was selected to compete in the women’s triathlon for the Melbourne Commonwealth Games. She achieved an incredible 14th place, with which she was pleased considering she had suffered an injury only weeks prior. She was a strong competitor at state and national level in swimming, cross country, triathlons and athletics during her time at Girls Grammar. Felicity has been a QAS/AIS scholarship holder for the past four years and

Young Doctors Four of Queensland’s newly graduated young doctors, Dr Georga Cooke, Dr Rebecca Farley, Dr Emma Walters and Dr Kate Farmer, all past students of Girls Grammar (1998). They are all currently enjoying their internships, these young women epitomise how their emerging careers are built on Grammar ideals of a broad-based liberal education, community involvement and hard work, and how friendships extend beyond school life.

rhythmic gymnastics for twelve years. She was a committed member of the Girls Grammar team and was captain of rhythmic gymnastics 2005. She is now excited about her upcoming competition – Pacific Alliance in Hawaii.

right, fulfilled her dream to compete for Australia in rhythmic gymnastics at Melbourne 2006 Commonwealth Games. As one of the reserve gymnasts, she was brought forward to compete only a day before the competition. Her performance in the team event won Australia a bronze medal.

35 Year Reunion for Class of 1971 Date: Saturday 14 October 2006 Venue:

Brisbane Botanic Gardens, Toowong

Contact:

Mrs Julia Humphreys (Shaw)

Menopause the Musical

Telephone: 61 7 3371 2115 Email:

j.humphreys@qut.edu.au

It is impossible not to laugh! .....a statement with which the 500 people who saw the performance of “Menopause the Musical” at the Twelfth Night Theatre on Saturday 18 February 2006 will agree, without reservation! Many guests would have approached the evening not knowing what to expect, but right from the start, the four female performers who were on stage for the whole event, engaged and entertained the audience, taking everyone on a laugh-out-loud musical experience. Those who were able to attend the VIP function on campus prior to the performance were given an insight into the origins of the production and its unique Australian twist by the show’s musical director, Mr Paul Keeland, who was introduced by the theatre’s Ms Gail Wiltshire. Thank you to everyone who joined us for this delightful fundraising event. More than $8,500 was raised from ticket sales and raffles and these monies will be directed towards the construction of the Creative Learning Centre.

50 Year Reunion for Class of 1956 Date:

Details regarding the Creative Learning Centre are available www.bggs.qld.edu. au/clc/index.php. For information on how your support will assist the implementation of the School’s Masterplan, please contact Mrs Wendy Carter 3332 1437 or wcarter@bggs.qld. edu.au

Saturday 16 September 2006

Contact: Ms Jan Kelly Telephone: 61 7 3300 9061 Email:

jan.kelly@bigpond.com or reunions@bggs.qld.edu.au

Form 3 Reunion 1948 Date:

Saturday 27 May 2006

Venue: Contact:

Brisbane Girls Grammar School

Ms Barbara Lansbury

Telephone: 61 7 3870 8574 Contact: Telephone: 61 7 3358 1080 Victorian Alumni and Art Date: July 2006 (TBC) Venue: Ms Carle Rutledge Telephone: 61 7 3332 1300 Email: Contact:

Mrs Maida Pickup Lilley

National Gallery of Victoria; Picasso — Love and War 1935 – 1945

reunions@bggs.qld.edu.au

If you are planning a reunion and would like some assistance please contact the Communications and Community Relations Department 61 7 3332 1300 or email reunions@bggs.qld.edu.au

Paul Keeland, Amanda Bell, Gail Wiltshire

Photo by Mike Keating/copyright News Limited/used with permission

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